I wrote this for IGCSE Maths but it could be used at A Level as it involved summing arithmetic series as well as finding/using the nth term.

This does what it says on the tin: nets of 3D shapes, choose the right one. Answer the questions, reveal the punchline.

I needed something for a class just being introduced to manipulating formulae/algebra so I produced this… The usual: do the maths, reveal the punchline.

Problems involving fractions basically; unjumble the letters to discover the cheesy joke.

Two sections, one for direct and one for inverse proportion; four calculations (one example) to complete the blanks in. This aims to get students thinking forwards and backwards.

This is an attempt to get students to fill out every stage of their rearranging process. There are six relatively basic questions then three more challenge on the reverse of the page (I did this so that I could decide whether they were suitable for certain classes).

Eight situations where forming and solving an equation could be required; topics include Perimeter, angles, averages, percentages, fractions, compound measures, probability and ratio (the final two involve quadratics). Read the instructions and from that form and solve. I have done solutions should you need them.

Eight problems involving angles in parallel lines, probability, averages, area/perimeter, ratio, Venn diagrams, percentage change, arithmetic/geometric sequences where to solve them you can use simultaneous equations. There is a question slide and a solution slide.

These sheets allow students who are relatively confident just get on knowing that their answer should be on the sheet whilst the teacher helps those who need it. This is a style of question that is occurring more frequently, understanding how to use the prime factors.

Six questions with 10 possible answers; students who are confident can just get on whilst the teacher can help those who genuinely require it.

More questions are turning up with massive numbers given as a product of prime factors and students being asked to find the HCF or LCM, so therefore I did a codebreaker for it. The usual stuff: maths, punchline, hahaha.

I’ve noticed that standard form questions are being set where the powers are too large for calculator use so I did a codebreaker like it. The usual stuff: answer the questions, reveal the punchline.

Looking at shapes like rectangles, squares, triangles, cuboids and cylinders, fill in the missing parts of the table. This is designed to get students thinking rather than going into algorithm mode. I plan to make a second one with more complex shapes eventually.

This does what it says on the tin, encouraging students to work forwards and backwards and therefore not get in a rut of just sticking numbers in a formula.

This asks students to estimate where a given fraction, decimal or percentage should be within a block; this uses students’ knowledge of the conversion between the three. Inspired by Professor Smudge (Twitter: @ProfSmudge).

Estimate where each fraction is given a “marker” fraction. This is designed to get students thinking about the relative sizes of fractions including multiples and “factors” of the fractions. A discussion about how they reached their answer is what I’m planning to do, but you may well have better ideas. Inspired by Professor Smudge (on Twitter: @ProfSmudge) and his blog (decimalicious.blogspot.com)

Three headings: centre/radius or diagram, workings, equation. There are blanks in some parts of the table which students an fill on, working forwards and backwards.

Five columns: data (in order), mean, median, mode, range. Some are blank; work out what the blanks need to be.

Formula, values, workings and answer columns; stuff is left blank, students fill in the blanks. It does what it says on the tin.

This looks at basic statistical diagrams: pictograms, bar charts and pie charts. There are four pages, one for each of the above and the final one being the same data represented by all three charts mentioned, but with bits missing on each. For each there are blanks to be filled, plus a question on the data. The idea is to get the students working forwards and backwards, not just getting stuck in a rut of doing the same thing repeatedly.